Students’ Perceptions on the Practices of Andragogical Principles: A Case of Teacher Education Institution Situated in Lahore

Abstract

Andragogy as an arts and science of teaching adults, advocates that adults learn differently from child learners and both have different magnitude of learning experiences. Adult students are self-directed and need to know before learning something as compare to child students. The main purpose of this paper is to identify the students’ practices of andragogical principles in a public sector teacher education context. The quantitative survey research design was carried out to collect the data. Population were comprised all male and female students studying in year I and year II of B.Ed. (Hons) program from a public sector teacher education institution. Total 167 (46 male and 121 female) students were the respondents to the questionnaire. A close ended questionnaire was adapted and the reliability of the instrument was ensured by Cronbach alpha which was 0.96. The collected data were analyzed by one-sample t-test and independent sample t-test. Analysis of the results suggested that students did not aware with the Andragogical principles. There was a significance difference exist in the practices of male and female students. Male students perceived andragogical practices slightly higher than the female students. Whereas, no significant difference exist in the andragogical practices of year I and year II students from B.Ed. (hons.). It is recommended that teachers may provide awareness to the students about andragogical adult learning principles and also adapt andragogical approach for teaching adults. It is also recommended that teachers may provide andragogical orientations and learning environment, especially for those students who are newly joined teacher education institutions.